Public Schools Research Articles

Understanding teachers' and students' perceptions on the re-entry of teen mother-students in public secondary schools of Dodoma City

Understanding teachers' and students' perceptions on the re-entry of teen mother-students in public secondary schools of Dodoma City

The fate of closed schools: Documenting the relationships between school property reuses and their beneficiaries in Ontario, Canada

ABSTRACT Public schools play a pivotal role in successful community development. Yet, with school closures on the rise across North America, there is limited knowledge on the outcomes of closed school properties. This study documents the afterlife of closed school properties in Ontario, Canada, identifying their potential beneficiaries, and assessing the prevalence of property vacancies. Using a dataset of over 400 schools closed between 2011 and 2021, we determined that the prevalence of certain school property reuses varied by degree of urbanicity. Fewer than one-fifth of reused properties were designed to benefit highly deprived populations, despite over half of the school closures occurring in neighborhoods with higher levels of deprivation. Furthermore, one-third of school properties remained vacant at the time of study, 36% of which closed over a decade ago. The findings reflect the need for additional consideration of the future uses of school properties prior to their closures.

Caries prevalence among children at public and private primary schools in Riyadh: a retrospective study

Dental caries is a global oral health issue, especially critical in children, affecting their growth, nutrition, and education due to school absences or distractions from dental pain. The aim of the study was to investigate the correlation between school types (indicative of socioeconomic conditions) and dental caries prevalence among primary school children in Riyadh, alongside assessing the overall caries prevalence among schoolchildren in Riyadh. Retrospective study on 28,343 first and fourth-grade students from 960 public and private schools in Riyadh, using data from the Saudi Ministry of Health (Feb-April 2019). Utilized the DMFT/dmft index for assessment and collected demographic data. Most of the schools were public (76.1%), private national (17.1%), and private international (6.8%). Overall, the mean DMFT index for permanent teeth and the dmft index for primary teeth were 1.78 and 1.94, respectively. 58% of school children had no dental caries, 25% had mild caries, and 17% had moderate to severe caries. Public school children showed a higher caries prevalence than private schools. Oral disease rates were higher in girls than in boys, and grade four students had a higher prevalence than grade one students. Saudi Arabia, a developing nation, faces challenges in addressing oral health, especially in public schools. Targeted initiatives are crucial for awareness, preventive measures, and meeting oral health needs.

IMPACT OF SCHOOL PRINCIPAL’S FEEDBACK COMMUNICATION SKILLS TO THE PUBLIC SECONDARY TEACHERS’ JOB SATISFACTION

The main purpose of the study was to determine the relationship of principal’s feedback communication skills in terms of feedback quality, feedback tone, empathy and openness to dialogue and public secondary teachers’ job satisfaction in terms of work environment, job responsibilities, work-life balance, and professional development. Utilizing the descriptive quantitative which applied correlational research design, this study sought to find out the relationship of the two variables. The study used two adapted instruments for principal’s feedback communication skills and job satisfaction. The principal’s feedback communication skills were a 20-item survey questions, in terms of feedback quality, feedback tone, empathy, and openness to dialogue and for public secondary teachers’ job satisfaction was a 20-item survey questions as to work environment, job responsibilities, work-life balance, and professional development. The study found that there was a significant relationship between principal’s feedback communication skills and public secondary school teachers’ job satisfaction. The result showed that the teacher’s job satisfaction was influenced by the principal’s feedback communication skills. KEYWORDS: feedback communication skills, job satisfaction, correlational research design

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

The Role of Art Education Teachers in Developing Artistic Appreciation and Creative Skills Among Students in Public Schools in Jordan

The study aimed to clarify the role of art education teachers in developing artistic appreciation and creative skills. The study relied on the descriptive and analytical approach, and the research population was represented by all art education teachers in the Qasaba of Irbid. The study sample numbered (214) male and female teachers, and two scales were prepared to collect data. Of the study members, the results of the study showed that the level of contribution of art education teachers in developing artistic taste was at a moderate degree, and the level of their contribution in developing creative skills was at a moderate degree. The study also revealed that there were no statistically significant differences at the significance level (0.05) in Responses of study individuals to the study measures according to the variable of gender and type of school.

Ecosystems for welcoming migrant students: Practices, opportunities, and tensions

This research explores how educational institutions foster the inclusion and reception of recently arrived children. Within this framework, the present article has a double objective: to map the actions and practices of welcoming newly arrived students carried out by a group of public schools in Spain; and to analyze, based on the theoretical notion of welcoming ecosystem, the rhizome of educational opportunities and accompaniment of children. This study corresponds to the qualitative phase of the project MICREATE — Migrant Children and Communities in a Transforming Europe (HORIZON 2020–822664). It describes, categorizes and analyzes, following grounded theory principles, the elements of the reception ecosystem in Spain based on in-depth interviews with school management teams, teachers and family members from a targeted sample of 15 schools with enrollment of foreign students or students of migrant origin. Based on the analysis of the interviews, we theorize about an ideal welcoming ecosystem in which all students can receive the necessary support to find their place in the community and continue learning in a meaningful way.

Entry into public higher education - differences highlighted with UFPE data between open competition and quota students

The Quota Law for Higher Education in Brazil, implemented as in the entry of 2013, was designed to facilitate access for students from public schools to higher education, in universities and federal institutes, and promote social inclusion. The law provided that within ten years, counting from the date of publication, a review of the special program for access to higher education institutions would be promoted. This work seeks to contribute to the analysis of law enforcement, especially by observing admission scores comparing quota and non-quota students. We analyzed data from students entering courses in the Basic Area of Entry (ABI – Engineering), Law and Medicine at UFPE, at Campus Recife, which are courses in different areas of knowledge. To analyze performance in the admission process, based on the SiSU grades, all students entering the aforementioned courses in the period from 2016.1 to 2020.2 were considered, totalizing 5145 students. The results reveal that there is evidence that the SiSU grades of students in open competition are higher than the grades of quota students, for the three courses analyzed (Medicine, Law and ABI-Engineering at UFPE), throughout the study period, namely 2016.1 to 2020.2, and also that among the quota students, those self-declared as black, brown or indigenous entered with lower average grades than the other quota students, in all years.

Effect of Content-Focused Coaching on Academic Performance and Retention in Identified Difficult Biology Topics amongst Senior Secondary School Students

This study investigated the effect of Content-Focused Coaching (CFC) on academic performance and retention in difficult biology topics among Senior Secondary School students in Zamfara State, Nigeria. Quasi-experimental design was adopted for the study. Multi-stage sampling technique was employed to select 1005 students (480 males, 525 females) and 48 teachers from 166 public schools. The Biology Performance Test, with a reliability coefficient of 0.77, was used for data collection. Teacher participants were exposed to CFC for seven weeks, focusing on six identified perceived difficult biology topics. Data collected were analysed using ANCOVA at a 0.05 significance level. Results showed significant differences in performance (F(3, 966)=111.394, p<0.05) and retention (F(3, 966)=164.035, p<0.05) among students taught by teachers with Pedagogical Content Knowledge and those taught by Biological Content Knowledge-only who were exposed to CFC. Gender differences were observed, with CFC being effective for both genders. Whereas, students taught by teachers with Pedagogical Knowledge-only exposed to CFC did not significantly improved in performance and retention, and showed notable gender differences similar to those taught by teachers in the control group. The study recommended CFC for professional development of biology teachers.

Enhancing Arabic Language Education in Ilorin West Local Government Area, Kwara State, Nigeria

Arabic historically served as Nigeria’s primary language for literacy, official documentation, and trade, notably within the Ilorin West Local Government Area of Kwara State. This study evaluates the role of the Arabic language in sustaining local Arabic education and examines the quality of teachers, curriculum, teaching methods, materials, and the learning environment. Despite its academic significance, Arabic is often mistakenly viewed as solely religious, hindering its educational progress. Utilizing a quantitative approach, the study gathered data through a questionnaire distributed among teachers and students across 10 purposively selected schools. The findings indicate that most respondents approve of the current curriculum and the integration of ICT, noting more effective modern methodologies in private schools. However, discrepancies exist between the learning environments of public and private schools. Findings reveal that 70% of respondents believe the current Arabic curriculum is suitable, while 80% agree that ICT integration has greatly contributed to effective teaching and learning. Also, 72% of respondents indicate that private schools employ modern and appropriate methodologies more effectively than public schools. The study also highlights that 70% of respondents find the teaching environments conducive, although there are significant differences between public and private institutions. The study concludes that private institutions are crucial in promoting Arabic education in Ilorin, though challenges like inadequate curricula and insufficient governmental support remain. Recommendations include curriculum re-evaluation, enhanced teaching resources, and better incentives to align Arabic education with national requirements, emphasizing its importance for Nigeria’s diverse developmental needs and advocating for strategic educational reforms.

Educational Strategy of The Primary Prevention of Domestic Violence: Contributions of Curricular Practices to the Strengthening of Citizenship

At a global level, quality education is fundamental to achieve social and gender justice, stability, and sustainable development worldwide. Therefore, the current school is faced with the need to find answers to these challenges, which can manifest themselves in multiple social violences. The investment in Portugal in an education for citizenship is based on the implementation of an educational policy that introduces, in an intentional and strategical manner, into the curriculum, fracturing themes in societies with the aim of its transformation. In this regard, the construction of the curriculum, as proposed by the Critical Theory, as a social practice, can constitute an educational strategy for the study and action on the problematic issue of primary prevention of domestic violence. The aim of this research is to understand to what extent the inclusion of the issue of domestic violence in curricular practices, in the context of citizenship education, contributes to the primary prevention of this social scourge. The methodological course of the research is based on a qualitative approach of exploratory nature, using a questionnaire with four open-ended questions. The study took place in two public schools, Primary and Secondary: one in the Oporto area and the other in the Lisbon area. The former has a Prevention Project against Domestic Violence in place; the second has no similar project. The data was obtained through the Google Forms tool. Eight participants were selected, four from each school, all teachers at the end of a schooling cycle, specifically: 4th year, 6th year, 9th year and 12th year. The study revealed that, in the school in the Oporto area, because it had a Violence Prevention Plan, there were curricular practices focused on this issue. The school in the Lisbon area, on the other hand, that does not have a Plan for the Prevention of Violence, has an absence of this issue in curricular practices, there being only awareness-raising on the subject.

Can the Promise of Free Education Improve College Attainment? Lessons from the Milwaukee Area Technical College Promise

AbstractThis study found that the MATC Promise increased college attainment by encouraging Milwaukee high school students to access state and federal aid, and to consider matriculating to their local two-year college. The MATC Promise exemplifies the last-dollar model of college aid. If seniors at Milwaukee area public high schools complete academic milestones, apply for financial aid, qualify based on low family income, and matriculate to Milwaukee Area Technical College (MATC), then the Promise covers any remaining tuition charges. The message promoting free college was the program’s main element, since the funding support for eligible students came primarily from existing state and federal aid. We studied outcomes for the first four graduating classes after the Promise was launched, compared to the trend in Milwaukee for the previous six graduating classes. The rate of matriculation to MATC increased from 10 percent to 15 percent. There was no such increase in matriculation to other technical college districts around the state, suggesting that the increase was caused by the Promise. The increase in enrollment was larger among lower-income students and those in the urban Milwaukee Public Schools. Those students were more likely to apply for financial aid earlier, regardless of whether they ultimately qualified for the Promise, and their rate of matriculation to any college increased from 45 percent to 49 percent. There was no indication that attracting additional students to college led to lower graduation rates, though we were limited to examining credentials earned in two years or less.

A network model of stress contagion: evidence from the vocational classroom

PurposeOur study focuses on stress contagion in vocational school classes, examining how students’ stress experiences affect their spatial classmates. For this purpose, we apply a novel formal network model that allows us to differentiate between endogenous and exogenous peer effects in the stress contagion process. Using the network model, we investigate effects on students’ stress levels, considering the stress and coping experiences of spatial peers as well as didactic-methodological context factors.MethodsWe test our statistical model using secondary data collected in a study involving 53 students from two classes at a public German vocational training school. The students’ experiences of stress (time pressure, pressure to succeed) and coping strategies (understanding of the subject matter, self-confidence) were captured using the experience sampling method, while classroom characteristics (e.g., teacher instruction, cooperative work) were recorded through video-based analysis of lessons. Utilizing the panel data, we employ maximum likelihood estimation to assess the spatial peer effects model for both classrooms.ResultsAmong other findings, all model specifications revealed significant peer effects for both stress measures, indicating that the higher the stress experience of immediate peers in the classroom, the higher the individual stress experienced by the students. Concerning the considered context factors, we found, for example, that increased cooperative work leads to higher levels of stress experience.ConclusionFrom a substantive perspective, our results underscore the role of peer-to-peer contagion in the vocational classroom and thus suggest a nuanced examination of cooperative practices. From a research methodology perspective, our approach illustrates how various methods (such as experience sampling, video-based classroom observation, and spatial network information) complement and enrich each other, highlighting the added value of our network analytical approach

Impacts of Dampness on Structural Stability of Public Secondary School Buildings in Adamawa State, Nigeria

This research assessed the impact of dampness on the structural stability of public secondary school buildings in Adamawa state. Dampness as it were is the infiltration of water through the structural elements (interior and exterior) of an edifice, wetness of structural elements through moisture rise by capillary, or extreme quantity of moisture contained in building materials or the building components (Agyekum, Ayakwa, Koranteng & Adinyira, 2013a; Wilkowska, 2017). A percentage of building structures that deteriorate during wetness, dampness, or excessive moisture movements are perceived, visible, or measurable (Soldatova, Sansone, Stephens & Shah, 2011). A building is described as being affected by dampness when there is moisture that is not wanted to a certain degree in the building than its water- retaining capability such that finishes and structural members are stained or discoloured and certain secondary elements are either upturned or lifted (Ishak, Che Ani, Akashah &Kayan, 2013). The primary sources of moisture in buildings according to Sulaiman and Beithou (2011) are liquid water from precipitation or plumbing leaks; water vapour from the building exterior or activities/processes within the building; liquid and vapour from the soil adjoining a building; and moisture built-in with the materials of construction or brought in with goods and people. Young (2007) and Agyekum et al. (2013), categorise the primary sources of moisture into three types: penetration dampness, condensation, and rising dampness. Specifically, it; determined the common types of dampness and common causes of dampness, it also determined the extent of the impacts of dampness and suggested suitable procedures for treating the impact of dampness. A descriptive research design was adopted for the study. Four purposes and four research questions were raised to guide the study, the population for this study is Grade A public secondary schools in Adamawa State. Three sampling techniques were employed in this study, these are stratified sampling, purposive sampling, and simple random sampling. A checklist and a structured questionnaire were developed.

Teachers’ Variables as Predictors of Junior Secondary School Students’ Academic Performance in Osun West, Nigeria

This study examined the teachers’ variables as predictors of junior secondary school students’ academic performance in Osun West Senatorial District, Nigeria. The target population comprised Islamic Studies teachers and students in junior secondary schools across the ten (10) local government areas in Osun West Senatorial District. Purposive sampling was adopted in selecting 125 Islamic Studies teachers in all the 132 public junior schools in the district and a simple random sampling technique was adopted in selecting 20 Islamic Studies students from each of the 10 Local Government Areas, therefore, 325 respondents were engaged in the study. The questionnaire was employed to collect relevant information from the respondents. Data were analyzed using Percentage, Mean Range, Standard Deviation, and Regression analysis. The study found that factors like teacher confidence, interest in the subject, qualifications, and experience all significantly predicted student performance. It was concluded from the findings of the study that teachers’ variables positively improved students’ understanding of Islamic Studies and predicted their performance. In line with the findings of the study, it was recommended that teachers should be supported through incentives and professional development. The teachers should have a change of attitude towards the teaching of Islamic Studies so that the achievement of universal basic education will not be hindered, those without required teaching qualifications or non-professionals among the Islamic Studies teachers should strive to pursue professional qualifications. Teachers of the subject should improve their pedagogical skills through seminars, Post Graduate Diploma Courses in Education, and workshops.

The Effects of Literature Circles on Students’ Reading Comprehension Skills

This experimental research study was conducted to determine the effects of literature circles on 2nd year baccalaureate students’ reading comprehension skills. The sample consisted of two classes of second year baccalaureate Arts stream students studying at the same public high school. The classes which were chosen for either the experimental and control group were pretested using a reading comprehension text test. The treatment lasted for a period of eight weeks. After the experiment, participants were then post-tested using the same test scale. Students who underwent the treatment (literature circles) were randomly assigned to groups of seven or eight students, and were given a role to assume and a short story to read. After reading the story independently and completing their role sheets, students discussed the story within their small groups. The data collected were subjected to descriptive and inferential statistical analyses. The results of the study indicated that there was a positive effect of literature circles on reading comprehension skills (summarizing, inferencing, and paraphrasing); the experimental group gained higher scores on the short answer-test compared to the control group. The results were interpreted using the t-test for independent samples. The t-test revealed that the difference between students who were exposed to the use of literature circles and those who were taught in the ordinary way was significant.

Investigating the role of an inquiry-based science lab on students’ scientific literacy

AbstractPromotion of students’ scientific literacy has long been and continues to be a central goal for reform efforts in science education. Although there is a great number of research conducted to evaluate student’s scientific literacy, less is known about how we can improve students’ scientific literacy through variety of scientific practices. In this study we aimed to refer to this shortcoming in the literature by examining the effect of argument driven inquiry (ADI) instructional model to promote 8th grade students’ scientific literacy. A mixed method quasi experimental design was used in this study. Sixty-seven eighth grade students from the same public school attended the study. Two intact classes were randomly assigned either in structured inquiry (SI) or ADI groups. The data sources included a Scientific Literacy Assessment (SLA) and semi-structured interviews. The results indicated that students experiencing ADI instruction scored higher on the SLA-D test and personal epistemology dimension of SLA-MB test than students experiencing SI instruction. The results propose that engaging students in meaningful scientific practices may support their scientific literacy.

The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children

The purpose of the study was to examine the effects of P4C implementations on children's perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children's Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group's perception of moral and social norms improved. In the current study, a substantial difference between the children's moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group's moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills.

The relevance of governance, external monitoring, and instructional quality to public-private school differences in student achievement in the Western Chitwan Valley of Nepal: An exploratory analysis

This study uses a theoretical perspective known as organizational institutionalism to explain the higher test scores observed among private school students in Nepal. We argue that the differing “institutional charters” of public and private schools in Nepal result in different forms of school governance, external monitoring, and instructional practice in public and private schools and that these organizational features of schooling affect students’ learning outcomes. Empirical analyses presented in the paper show that public and private schools in Nepal do show expected differences in school governance, external monitoring, and instructional practice, but that only the instructional practice variable positively affects student achievement.

Use of Volunteer Teachers in Public Schools in The Djiri School District: Problems and Perspectives

This study aimed to understand why volunteer teachers from the Djiri inspectorate stopped classes at the end of each month. The objectives were to describe the experiences and financial impact on volunteer teachers, analyze the behavior of parents in fulfilling their contractual obligations with these teachers, and report on the contribution of volunteer teachers to children's education. The research involved 13 volunteer teachers, 28 educational supervisors, and 23 parents. Data were collected through interviews. All respondents indicated that the discontinuation of classes was due to non-payment of subsistence allowances by parents. To address this issue, it is recommended that parents honor their financial commitments to ensure continuous and quality education for their children.